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"Outdoor recreation for children"
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Get outside guide : all things adventure, exploration, and fun!
\"This fun-filled guide inspires kids to get out of the house and explore the great outdoors where they can discover the wonder and amazement of the world around them, whether in their backyard, across the country, or around the world. Full of fun activities, kids will learn how to make backyard bird baths, explore their local state parks, participate in an outdoor community event, and much more. Activities for every season, spring, summer, winter, and fall will be included to keep kids engaged all throughout the year. And some rainy day actitiveis will also be presented. Fun facts, lists, and sidebars supplement activities to help put information into geographic, scientific, and/or historical context, to help kids dig deeper and learn more.\"-- Provided by publisher.
Book
Systematic review of the correlates of outdoor play and time among children aged 3-12 years
Background
Due to the myriad of benefits of children’s outdoor play and time, there is increasing concern over its decline. This systematic review synthesized evidence on the correlates of outdoor play and outdoor time among children aged 3-12 years.
Methods
A total of 12 electronic databases in five different languages (Chinese, English, Korean, Spanish, Portuguese) were searched between October 28, 2019 and July 27, 2020. Covidence software was used for screening and Microsoft Excel with a predesigned coding form was used for data extraction. Evidence was synthesized and correlates were categorized using the socioecological model framework.
Results
Based on 107 studies representing 188,498 participants and 422 childcare centers from 29 countries, 85 studies examined potential correlates of outdoor play while 23 studies examined that of outdoor time (one examined both). The duration of outdoor play and outdoor time ranged between 60 and 165 min/d and 42-240 min/d, respectively. Out of 287 (outdoor play) and 61 (outdoor time) potential correlates examined, 111 correlates for outdoor play and 33 correlates for outdoor time were identified as significant correlates. Thirty-three variables were identified as key/common correlates of outdoor play/time, including eight correlates at the individual level (e.g., sex/gender, race/ethnicity, physical activity), 10 correlates at the parental level (e.g., parental attitude/support/behavior, parenting practice), nine at the microsystem level (e.g., proximal home/social environment such as residence type, peer influence), three at the macrosystem/community level (e.g., availability of space children can play), and three at the physical ecology/pressure for macrosystem change level (e.g., seasonality, rurality). No key correlates were found at the institutional level.
Conclusions
Individual, parental, and proximal physical (home) and social environments appear to play a role in children’s outdoor play and time. Ecological factors (i.e., seasonality, rurality) also appear to be related to outdoor play/time. Evidence was either inconsistent or lacking at institutional and macrosystem/community levels. Standardizing terminology and measures of outdoor play/time is warranted. Future work should investigate the interactions and processes of multiple variables across different levels of socioecological modelling to better understand the mechanisms through which outdoor play/time opportunities can be optimized for children while paying special attention to varying conditions in which children are born, live, and play.
Journal Article
Factors associated with insufficient outdoor play and physical activity participation among Chinese children aged 6–10 years: evidence from a two-wave survey
Purpose
This study investigated the risk factors associated with insufficient engagement of Chinese early school-aged children in outdoor activities, including play and physical activities.
Methods
Data were gathered from two waves of parent-proxy surveys. The analysis involved 1612 children (46.15% girls; mean age = 7.83 years) who had participated in outdoor activities. Responses were analyzed using Generalized Estimating Equations to identify relevant correlates impacting children’s outdoor play or outdoor physical activities. Children were assessed on their outdoor activities’ levels, and variables were analyzed for their impact on these levels.
Results
Maternal outdoor activity (< 1 h/day) and less clear requirements for outdoor activity are correlated with children’s outdoor play time (< 2 h/day) (
p
< 0.05). The number of outdoor playfields was also significantly associated with insufficient outdoor play, particularly on weekends (
p
< 0.05). For outdoor physical activities (< 1 h/day), the male gender of the child was a protective factor (OR = 0.33,
p
< 0.001), while paternal outdoor activity time (< 1 h/day) and unclear outdoor activity requirements were risk factors (
p
< 0.01).
Conclusions
The risk factors of insufficient engagement of Chinese early school-aged children in outdoor pursuits included the lack of time parents spend on outdoor activities, their unclear requirements, and the limited availability of outdoor spaces. Specifically, mothers’ outdoor activities time is linked to children’s outdoor play, while the male gender of the child and fathers’ outdoor activities are associated with children’s outdoor physical activities participation.
Journal Article
“Children are precious cargo; we don’t let them take any risks!”: Hearing from adults on safety and risk in children’s active play in schools: a systematic review
Background
Understanding determinants of children’s outdoor play is important for improving low physical activity levels, and schools are a key setting for both. Safety concerns shape children’s opportunity to play actively outdoors, therefore, this qualitative evidence synthesis aimed to i) examine adult (e.g., parent, teacher, yard supervisor, principal) perspectives on safety and risk in children’s active play during recess in elementary and/or middle schools, and ii) identify how safety and risk influence playground supervision and decision making in this setting.
Methods
Six electronic databases were systematically searched in March 2021, with an updated search in June 2022. Records were screened against eligibility criteria using Covidence software, and data extraction and synthesis were performed using predesigned coding forms in Microsoft Excel and NVivo. Framework synthesis methodology was employed, guided by a conceptual framework structured on the socio-ecological model (SEM) and affordance theory.
Results
From 10,370 records, 25 studies were included that represented 608 adults across 89 schools from nine countries. The synthesis identified 10 constraining and four affording factors that influenced whether school staff were risk-averse or risk tolerant during recess, and, in turn, the degree to which children’s play was managed. Constraining factors stemmed from fears for children’s physical safety, and fear of blame and liability in the event of playground injury, which shaped parent, school staff and institutional responses to risk. Interrelated factors across SEM levels combined to drive risk-averse decision making and constraining supervision. Emerging evidence suggests children’s active play in schools can be promoted by fostering a risk tolerant and play friendly culture in schools through play facilitation training (e.g., risk-reframing, conflict resolution) and engaging stakeholders in the development of school policies and rules that balance benefits of play against potential risks.
Conclusions
Findings show several socio-cultural factors limited the ability of school staff to genuinely promote active play. Future work should seek to foster risk tolerance in schools, challenge the cultural norms that shape parent attitudes and institutional responses to risk in children’s play, and explore novel methods for overcoming policy barriers and fear of liability in schools.
Trial registration
PROSPERO registration: CRD42021238719.
Journal Article
The young adventurer's guide to (almost) everything : build a fort, camp like a champ, poop in the woods--45 action-packed outdoor activities
\"Once upon a time, kids learned the most amazing and unusual things. They learned how to shelter and clothe themselves, how to use a knife and hatchet, how build a fire, tie knots, and read a compass. They learned how to spend a comfortable night in the forest without a nylon tent from REI. The Young Adventurer's Guide will teach kids everything from how to walk like a fox and see like an owl to use the stars as their own personal GPS and even how to build the world's coolest fort out of foraged sticks. This handbook for curious kids will empower them to explore the natural world and even the comfort of their own backyard through a whole new set of skills. Featuring 65 different skills in sections that include: Secrets of the Woods, The Best Camping Trip, Make Cool Stuff That's Actually Useful and Turn the Ordinary into the Extraordinary\"-- Provided by publisher.
Book
Playing Outdoors
This book makes an important contribution to current debates on risk, safety and challenge in outdoor environments for young children. It brings together research from a range of different disciplines, as well as illustrative examples of children's play and talk outdoors.
eBook
Time outdoors positively associates with academic performance: a school-based study with objective monitoring of outdoor time
Background
To explore the relationship between outdoor time and academic performance among school-aged children.
Methods
This study was designed as a cross-sectional study. Data were derived from a school-based prospective children myopia intervention study (STORM). Outdoor time was recorded by self-developed algorithm-validated wristwatches in real-time and calculated as the cumulative average of 10 months. The academic performance was recorded and provided by the participating schools and further standardized. Other information was collected using an online standardized questionnaire. Mixed-effects model and B-Spline method were used to investigate the association between time spent on different types of daily activity, including outdoor activity and academic performance.
Results
A total of 3291 children with mean age 9.25 years were included in the final analysis. Overall, outdoor time was associated with academic performance in a non-linear manner; specifically, not exceeding 2.3 h per day, outdoor time was positively associated with academic performance; exceeding 2.3 h per day, this association became non-significant. Likewise, daily sleep duration and out-of-school learning time were associated with academic performance in a non-linear manner, resulting in turning points of 11.3 and 1.4 h per day, respectively. Separate analysis showed that outdoor time and sleep duration but not out-of-school learning time were positively associated with academic performance in Chinese, mathematics and English.
Conclusion
Outdoor time, sleep duration and out-of-school learning time were associated with academic performance in a non-linear manner. Promotion of outdoor time may not negatively impact on academic performance.
Trial registration
Our study was registered in ClinicalTrials.gov (Identifier: NCT02980445).
Journal Article